A review of research on teacher’s conceptions about the nature of science and their implications for teaching

Abstract

This paper, as part of a more comprehensive investigation (Harres, 199a), shows the ‘state of art’ that has been developed out of the Brazilian context, in the conceptions of the nature of science – CNC. In addition to other studies we synthetize three important previous reviews (Ledermann, 1992; Koulaidis and Ogborn, 1989; Porlán and Rivero, 1998) comparing them to other more recent results and stressing out the implications of these results to science teaching.

Keywords

• teacher’s conceptions
• nature of science
• science education